Abstract
The goal of this study was to figure out the academic achievements for transfer students in architectural education field. The detailed research objective was to investigate differences of GPA scores between the general students who entered the school with regular college entrance system (section KA) and the students who transferred into the school (section NA) after the year of 1995. The research tried to find out the differences of scholastic achievements between two sections with respect to the five fields of students performance criteria (SPC) such as communication, cultural issues, design, technology, and practice which were regulated by KAAB. The research selected all the 417 former architecture students who entered the school from 1995 to 2006 as research samples. Then, the research divided them into two groups with 313 students who entered the school before 2002 (group A) and 104 students who entered after 2002 (Group B). The reason why the year of 2002 was taken was the school of architecture at A University set up the 5-year architecture school system in the year in pursuit of KAAB accreditation. With detailed analyses, the research found group B had statistically higher GPA scores with 99% confidence interval compared with group A. And the research results revealed big differences of scholastic achievements between two sections in group B in the majority of courses. The regular students' grades were more intricately correlated with one another courses compared to the transferred students'. Although design courses grades were much same between the two sections, section A students' grades of cultural issues, structure, environmental control, and construction courses were much higher than those of section B students. However, section B students' grades for computer courses were higher than those of section A. Except the computer course, no one course that section B students' grades were higher was found at all.